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|title=Programme review and action research
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The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other approach methods to achieve the objectives of learning and teaching i.e. I could emphasis more during conclusion and give home work or give remedial work sometimes as peer assessment.  
The traffic lights activity worked very well because it made me as a teacher know whether my teaching was understood or not by seeing the most colour of cards which were displayed. If most of them displayed green then I concluded that teaching and learning took place. If most of displayed red cards, again I could tell that proper learning hasn’t taken place. I thought of using other methods to achieve the objectives of learning and teaching i.e. I could emphasise more during conclusion and give home work or give remedial work sometimes as peer assessment.  
What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards.  
What I learnt from the usage of traffic lights is that during teaching and learning pupils concentrate. This is so because there is no pupil who feels happy displaying a red card all the time. During interactive teaching and learning, pupils in groups work very hard through collaboration in order to get correct answers and display green cards.  
This activity applies to all subjects whether using ICT or non-ICT.
This activity applies to all subjects whether using ICT or non-ICT.
The only challenges usually is that those who don’t understand concepts fast then to feel shy to show red card. However, they are encouraged. In all it is a very good activity to use when learning and teaching.
The only challenges are usually that those who don’t understand concepts fast then feel shy to show the red card. However, they are encouraged. In all it is a very good activity to use when learning and teaching.


Judith
Judith


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SH's feedback to this goes here!
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I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities.
I used traffic lights when we were doing some revision work in social and development studies on the different types of writing in the bible in my grade five class. The learning objective was that learners should be able to understand what the different types of writing in the bible are. The learners sat in groups sizes of three to four with mixed abilities.
The lesson was introduced by asking the learners to say the meanings of the traffic light found on the roads. Thereafter the class monitors helped me to share out the traffic lights. Each learners were given three different traffic lights with different colours. Then I explained to the learners how to use them. I ask the learners to say why the bible was written in different types. The learners flashed out the traffic lights and I pointed to a learner who had lifted the orange light so that he can be free to express himself and to my surprise he gave a correct answer. I ask the second question and learners lifted different types of colours this time around. I pointed out the ones with red. I wanted to find out were they did not understand.  
The lesson was introduced by asking the learners to say the meanings of the traffic lights found on the roads. Thereafter the class monitors helped me to share out the traffic lights. Each learners were given three different traffic lights with different colours. Then I explained to the learners how to use them. I ask the learners to say why the bible was written in different types. The learners flashed out the traffic lights and I pointed to a learner who had lifted the orange light so that he can be free to express himself and to my surprise he gave a correct answer. I ask the second question and learners lifted different types of colours this time around. I pointed out the ones with red. I wanted to find out what they did not understand.  
Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things.
Afterwards, I pointed out the ones with green to say their answer, so that they can explain to their fellow learners why they gave out the answers they gave. In the end I pointed out the ones with red lights to try and explain what they had learnt from the other learners who flashed out green. At the end of the lesson I was able to assess my learners if they had learnt something from the lesson. Because they were able to say out correct things.
I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed.
I feel that traffic lights support interaction among learners because learners were able to share out ideas with both learners and the teacher. It increases participation among learners in a way that all learners learnt not to sit idle. Leaners are free to express themselves if they are not very clear about something. In the end they get the help needed unlike before were some learners who did not understand used to feel shy to speak out. As a teacher I think it has helped me to understand the progress of my learners. I am also able to give my learners the attention needed.
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= Reflective educators in times of change =
= Reflective educators in times of change =


In their book Change in Schools (1987), Hall and Hord wrote about the concerns of teachers who face the challenge of trying out new practices in their classroom. They found that when asked to change their practices, they are concerned first about themselves (‘Can I carry out the new practice?’), later they become concerned with others (‘Will my students react well? What will their parents say?) and finally they become concerned with the results (‘Will the new practice really lead to better teaching and learning experiences?’).  
In their book ''Change in Schools'' (1987), Hall and Hord wrote about the concerns of teachers who face the challenge of trying out new practices in their classroom. They found that when asked to change their practices, they are concerned first about themselves (‘Can I carry out the new practice?’), later they become concerned with others (‘Will my students react well? What will their parents say?) and finally they become concerned with the results (‘Will the new practice really lead to better teaching and learning experiences?’).  


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Note that the above questions were devised by the OER4schools team and are not part of the original article.
*NB:  ''These questions have been added by OER4schools resource writers and not included in the original article.''


{{activity|tpr| on the questions|10 }}  Find another partner for this activity. Think about these questions that Hall and Hord have proposed. Do you agree they are relevant to you and if so, at what stage do you think you are now? What would be the implications for your other colleagues in the school? What are your teaching beliefs and goals now that you could be a different teacher (or the same!) from before you have gone through this OER4Schools programme? Share your thoughts with your partner.
{{activity|tpr| on the questions|10 }}  Find another partner for this activity. Think about these questions that Hall and Hord have proposed. Do you agree they are relevant to you and if so, at what stage do you think you are now? What would be the implications for your other colleagues in the school? What are your teaching beliefs and goals now that you could be a different teacher (or the same!) from before you have gone through this OER4Schools programme? Share your thoughts with your partner.
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‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’
‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’


Could you see yourself in a particular teacher leadership role? You may realise you have different strength of ‘leadership’ which may not reside in one role. This is the role(s) that we would like you to consider as you embark on your action research at the end of these workshops.  
Could you see yourself in a particular teacher leadership role? You may realise you have different strengths of ‘leadership’ which may not reside in one role. This is the role(s) that we would like you to consider as you embark on your action research at the end of these workshops.  


{{ednote|text=  Initiate a brief discussion after allowing participants a few moments to read the first two quotes.  Allow participants some time to formulate their responses. The subject of teacher leadership is huge and we are really only offering a glimpse here.  Nonetheless, it can be a useful exercise just to think about the possibilities.  If time allows, ask the participants what they perceive the barriers to becoming a teacher leader to be and make a note of these for further consideration.
{{ednote|text=  Initiate a brief discussion after allowing participants a few moments to read the first two quotes.  Allow participants some time to formulate their responses. The subject of teacher leadership is huge and we are really only offering a glimpse here.  Nonetheless, it can be a useful exercise just to think about the possibilities.  If time allows, ask the participants what they perceive as the barriers to becoming a teacher leader and make a note of these for further consideration.
}}
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= Very brief introduction to action research (AR) =
= Action research (AR): a brief introduction =
 
 


Listen to a Zambian teacher talking about a mathematics research project that she was involved with:  
Listen to a Zambian teacher talking about a mathematics research project that she was involved with:  


{{: Video/Priscillah speaking about her research.mp3 }}
{{: Video/Priscillah speaking about her research.mp3 }}


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{{activity|wcd| on action research|10 }}  
{{activity|wcd| on action research|10 }}  
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As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research''' (AR). Take about 5 minutes to read the text below and discuss briefly as a group the questions below:
As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research''' (AR). Take about 5 minutes to read the text below and discuss briefly as a group the questions below:


 
*  ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram under 'Background Reading' below). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions.
*  ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions.


*  ''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves.
*  ''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves.
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*  ''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant.
*  ''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant.


*  ''''Why do AR?''''  Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers suugest that the reflection and solutions coming from the teachers themselves are very valuable. Doing AR well in a school creates a research culture whereby teachers actively reflect and intervene on a problem, its causes and suggest possible solutions.  
*  ''''Why do AR?''''  Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers suggest that the reflection and solutions coming from the teachers themselves are very valuable. Doing AR well in a school creates a research culture whereby teachers actively reflect and intervene on a problem, its causes and suggest possible solutions.  
*  ''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative example for each step outlined in the following background text:
*  ''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative examples for each step are outlined in the following background text:




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1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party).  
1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party).  


* E.g.  ''A group of teachers came together to discuss on their observations that their grade three students cannot master the multiplication skills, despite their best attempts at explaining to them the concept. They reflected on their teaching method which was essentially writing down the multiplication table on the board. No other teaching resources or materials were used.''
* E.g.  ''A group of teachers came together to discuss their observations that their grade three students cannot master the multiplication skills, despite their best attempts at explaining the concept to them. They reflected on their teaching method which was essentially writing down the multiplication table on the board. No other teaching resources or materials were used.''


2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students.
2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students.


* E.g. ''Teachers searched on the internet for articles on why students have problems learning multiplications and found out that students at year three needs to play with concrete materials in learning multiplication before they can think about the symbolic meaning of symbolic representations like the ‘multiplication table’. They brought small plastic containers and paper clips. They decided that they will get students to explain a multiplication operation, such as 3 x 4 through placing paper clips into the containers. They would like the students to think of the x in a multiplication problem as meaning "groups of." So 3 x 4 is "3 groups of 4." ''
* E.g. ''Teachers searched on the internet for articles on why students have problems learning multiplications and found out that students at year three need to play with concrete materials in learning multiplication before they can think about the symbolic meaning of symbolic representations like the ‘multiplication table’. They brought small plastic containers and paper clips. They decided that they will get students to explain a multiplication operation, such as 3 x 4 through placing paper clips into the containers. They would like the students to think of the x in a multiplication problem as meaning "groups of." So 3 x 4 is "3 groups of 4." ''


3. Teachers investigate and identify a suitable data collection method to track students’ learning.
3. Teachers investigate and identify a suitable data collection method to track students’ learning.
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6. Fine-tune the practice or try a different new practice.
6. Fine-tune the practice or try a different new practice.


* E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written mutliplcation work on their own. They designed more hands-on activities for the slower-learner group.''
* E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written multiplication work on their own. They designed more hands-on activities for the slower-learner group.''


The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process teachers are actively involved in making decisions of investigation and evaluation.  
The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process teachers are actively involved in making decisions of investigation and evaluation.  
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{{:OER4Schools/ICT/include}}
{{:OER4Schools/ICT/include}}


=Final ACTIVITY: Preparing a presentation =
=Final activity: Preparing a presentation =


{{activity|stgw| on preparing a presentation|15 }}  As a final task in this unit (and the programme!), we would like you to work in a group of 3-4 participants to plan for a '''5 minutes''' presentation on the highlights of your learning journey in the OER4Schools programme. You will be delivering this presentation on another day (to be determined at a later date). You will use the remaining time to plan for this presentation. You should ensure that everyone gets to share their views and to plan for a presentation that will really represent the group’s shared vision of the professional learning that has taken place and the follow-ups next year.
{{activity|stgw| on preparing a presentation|15 }}  As a final task in this unit (and the programme!), we would like you to work in a group of 3-4 participants to plan for a '''5 minutes''' presentation on the highlights of your learning journey in the OER4Schools programme. You will be delivering this presentation on another day (to be determined at a later date). You will use the remaining time to plan for this presentation. You should ensure that everyone gets to share their views and to plan for a presentation that will really represent the group’s shared vision of the professional learning that has taken place and the follow-ups next year.
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Whatever you choose to include in your group presentation, bear the following points in mind:
Whatever you choose to include in your group presentation, bear the following points in mind:


* it should not describe theory only, but instead give '''concrete lesson examples of theory applied to practice.'''
* It should not describe theory only, but instead give '''concrete lesson examples of theory applied to practice.'''
* play to your strengths of your various group members and deliver a presentation that will provide a flavour of what the OER4Schools programme has been like for the next cohort of teachers or to any other observers
* Play to the strengths of your various group members and deliver a presentation that will provide a flavour of what the OER4Schools programme has been like for the next cohort of teachers or to any other observers
* the presentation should be no more than '''5 minutes long''' - so you need to choose wisely what you like to include!
* The presentation should be no more than '''5 minutes long''' - so you need to choose wisely what you would like to include!
* it should be a short sequence that is presented by a number of speakers (no more than 3), each speaking for no more than 1-2 minutes (time it in advance to ensure you do not overrun!)
* It should be a short sequence that is presented by a number of speakers (no more than 3), each speaking for no more than 1-2 minutes (time it in advance to ensure you do not overrun!)
* it is a whole group presentation so all members of the group should be involved in its preparation, even if they are not speaking on the day
* It is a whole group presentation so all members of the group should be involved in its preparation, even if they are not speaking on the day
* be prepared to answer questions from audience at the end of the presentation
* Be prepared to answer questions from audience at the end of the presentation




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* Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Teacher leadership and professional development: perspectives, connections and prospects, 38(2), 205-227. doi: 10.1080/19415257.2012.657861
* Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Teacher leadership and professional development: perspectives, connections and prospects, 38(2), 205-227. doi: 10.1080/19415257.2012.657861
* Hall, G.E. and Hord, S.B.,(1987). Change in Schools: Facilitating the Process. Albany, NY: State University of New York Press
* Hall, G.E. and Hord, S.B.,(1987). Change in Schools: Facilitating the Process. Albany, NY: State University of New York Press
* Maddock,M.,Peacock,A., Hart,S., and Drummond,M.-J.,(2012). Creating Learning Without Limits, Maidenhead: Open University Press.
* Maddock, M., Peacock, A., Hart, S., and Drummond, M.-J., (2012). Creating Learning Without Limits, Maidenhead: Open University Press.
* Schmuck, R.A., (2006). Practical Action Research for Change.California: Corwin Press
* Schmuck, R.A., (2006). Practical Action Research for Change. California: Corwin Press
* Wadsworth, Y. (1998). What is Participatory Action Research? Action Research International, Paper 2.
* Wadsworth, Y. (1998). What is Participatory Action Research? Action Research International, Paper 2.
* ‘The International Teacher Leadership project’ a case of international action research, a paper presented at CARN 2009, the 33rd conference of the Collaborative Action Research Network Athens, Greece 30th October - 1st November 2009
* ‘The International Teacher Leadership project’ a case of international action research, a paper presented at CARN 2009, the 33rd conference of the Collaborative Action Research Network Athens, Greece 30th October - 1st November 2009
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